Despite the best efforts of the instructor or designer of a course, instructional efforts can often fall flat due to poor planning and implementation. Courses are often designed around learning materials rather than around what skills or knowledge students should have at the end of the course. This can potentially lead to disengagement from students, content bloat, burdened student cognitive loads, and ineffectual or sub-premium learning experiences.
Backward Design, formalized and outlined by Grant Wiggins and Jay McTighe, aims to alleviate this issue through planning and consideration designed around student learning outcomes. In this TeachT@lk, Jeremy Hopper and Haily Tyler discuss the benefits of the Backward Design framework.
Using measurable terminology to develop clearly defined objectives not only help your students understand what they are expected to master by the course end, it also assists in the design process. Knowing the end goal can help you effectively plan you assessments and what learning materials are necessary.
Aligning your assessments with your objectives can help to streamline the course and keep students on track. If it isn’t connected to an objective, ask yourself “Why do I need to have students do this?”
Media Richness Theory suggests that more complex information requires a more rich method of delivery. While simple concepts are easily conveyed through text, more complex concepts may need in-person or audio/visual forms of delivery.
Backward Design, formalized and outlined by Grant Wiggins and Jay McTighe, aims to alleviate this issue through planning and consideration designed around student learning outcomes. In this TeachT@lk, Jeremy Hopper and Haily Tyler discuss the benefits of the Backward Design framework.
Where to Begin?
As the name would suggest, backward design starts at the end and works backward. In this case, the end is the learning objectives or learning goals. In other words, what the students should know or be able to do by the end of the course.
How to Assess?
It is important that assessments are directly tied to course learning objectives. This helps measure student achievement. Formative assessments are a great tool to use along the way to measure students’ understanding and progression, while summative assessments identify how well students have mastered the skills and information outlined in the learning objectives.Aligning your assessments with your objectives can help to streamline the course and keep students on track. If it isn’t connected to an objective, ask yourself “Why do I need to have students do this?”
What About Content?
Students should be provided with whatever content they need to perform well on assessments and, therefore, achieve the learning objectives you have established. Be sure to provide them will all the necessary information. From there, consider how you want to deliver that information, and what methods would be most effective.Media Richness Theory suggests that more complex information requires a more rich method of delivery. While simple concepts are easily conveyed through text, more complex concepts may need in-person or audio/visual forms of delivery.
Furthermore, design principles, such as contrast, alignment, repetition, and proximity (CARP) can help you effectively design learning materials to make content more accessible and understandable.
Considering each stage of Backward Design and their components can help design effective learning experiences for students and foster deeper understanding and mastery of course objectives.
Have you faced any hurdles in design and development? Have you practiced Backward Design before? Let us know in the comments!
Post author:
Considering each stage of Backward Design and their components can help design effective learning experiences for students and foster deeper understanding and mastery of course objectives.
Have you faced any hurdles in design and development? Have you practiced Backward Design before? Let us know in the comments!
Webinar Presentation
Resources
- CARP Design Principles:
- Malamed, C. (2015). Visual design solutions: Principles and creative inspiration for learning professionals. Hoboken, NJ: Wiley & Sons. Retrieved from https://ebookcentral-proquest-com.ezproxy1.lib.asu.edu/lib/asulib-ebooks/detail.action?docID=1895680
- Media Richness Theory:
- Schiefelbein, J. (2012). Media Richness and Communication in Online Education. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/online-education/media-richness-and-communication-in-online-education/
- Quality Matters:
- Maryland Online. (2018). Quality Matters. Retrieved from https://www.qualitymatters.org/qa-resources/rubric-standards/higher-ed-rubric
- Understanding by Design:
- Wiggins, Grant, and Jay McTighe. Understanding by Design, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, https://ebookcentral-proquest-com.ezproxy1.lib.asu.edu/lib/asulib-ebooks/detail.action?docID=3002118
- Universal Design for Learning:
- CAST. (2020). The UDL Guidelines. Retrieved from http://udlguidelines.cast.org/
Post author:Jeremy Hopper is an Instructional Designer within the University Technology Office at Arizona State University.
Comments
Post a Comment